Skip to main content
SpringerLink
Log in

Use of webquest design for inservice teacher professional development

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

This study investigated whether a teacher professional development module built around designing WebQuests could improve teachers’ technological and pedagogical skills. The technological skills examined included Web searching and Web evaluating skills. The pedagogical skills targeted were developing a working definition for higher-order thinking skills, and designing WebQuest tasks to improve such skills. This case study was carried out with six inservice teachers. After the training, all the teachers showed improvement in their Web searching and evaluating skills. Furthermore, teachers adopted a working definition for higher-order thinking skills, and, using Web resources, they designed activities that promote students’ higher-order thinking. This study provides evidence supporting the use of design-based activities in learning technological and pedagogical skills and suggests an effective inservice teacher professional development module.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Notes

  1. The Internet and the Web are related terms that have often been used interchangeably (Metzger et al. 2003). However, they are not synonymous (ibid.). While the Internet is a global network, the Web only refers to only one of the communication protocols used over the Internet. As the Webquests mainly use Web-based resources, the term “Web” is preferred in this study to refer to the types of resources avaliable through the hypertext transfer protocol (i.e., http).

  2. The terms higher-order thinking and critical thinking are used interchangeably to define the type of cognitive skills students develop when working with WebQuests. Some studies have indicated that WebQuest develops students’ higher-order thinking skills (Crawford and Brown 2002; Polly and Ausband 2009; Young and Wilson 2002), while others have argued that it promotes students’ critical thinking skills (Gohagan 1999; March 1998; Perkins and McKnight 2005; Vidoni and Maddux 2002). According to Mathew and Lally (2010), although the terms are not exactly synonymous, they are definitely related concepts. In this sudy, the term “higher-order thinking” is prefered and defined using the Integrated Thinking Model (Iowa Department of Education 1989).

  3. The term “training” is used to avoid repetition, yet it is used without its connation associated with traditional forms of teacher professional development models.

References

  • Alexander, J. E., & Tate, M. (1999). Web wisdom: How to evaluate and create information quality on the Web. Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Allan, J., & Street, M. (2007). The quest for deeper learning: an investigation into the impact of a knowledge-pooling WebQuest in primary initial teacher training. British Journal of Educational Technology, 38(6), 1102–1112.

    Article  Google Scholar 

  • Barker, J. (2007a). Recommended search strategy: Analyze your topic & search with peripheral vision. Berkeley: The Library of University of California. Retrieved March 11, 2013, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Strategies.html.

    Google Scholar 

  • Barker, J. (2007b). Evaluating web pages: Techniques to apply & questions to ask. Berkeley: The Library of University of California. Retrieved March 11, 2013, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html.

    Google Scholar 

  • Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: Sage.

    Google Scholar 

  • Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Crawford, C. M., & Brown, E. (2002). Focusing upon higher order thinking skills: WebQuests and the learner-centered mathematical learning environment. (ERIC Document Reproduction Service No. ED474086).

  • Demetriadis, S., Barbas, A., Molohides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I., Tsoukalas, I., & Pombortsis, A. (2003). “Culture in negotiation”: teachers’ acceptance/resistance attitudes considering the infusion of technology into schools. Computers & Education, 41, 19–37.

    Article  Google Scholar 

  • Dodge, B. (1997). Some thoughts about WebQuests. Retrieved March 11, 2013, from http://webquest.sdsu.edu/about_webquests.html.

    Google Scholar 

  • Dodge, B. (2001). FOCUS: five rules for writing a great WebQuest. Learning and Leading with Technology, 28(8), 6–9.

    Google Scholar 

  • Dreyfus, H., & Dreyfus, S. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press.

    Google Scholar 

  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.

    Article  Google Scholar 

  • Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245.

    Article  Google Scholar 

  • Gillham, B. (2000). The research interview. New York: Continuum Press.

    Google Scholar 

  • Gohagan, D. (1999). Computer facilitated instructional strategies for education: designing WebQuests. Journal of Technology in Human Services, 16(2/3), 145–159.

    Google Scholar 

  • Grassian, E. (1995). Thinking critically about world wide web. Retrieved March 11, 2013, from http://www.sscnet.ucla.edu/library/modules/Judge/CLThinkwwwResources.pdf.

    Google Scholar 

  • Gulbahar, Y., Kalelioglu, F., & Madran, O. (2008). Using dynamic WebQuest approach in teacher education to promote project-based learning. Proceedings of the 8th International Educational Technology Conference, (pp. 1156–1159). Eskisehir, Turkey.

  • Halat, E. (2008a). A good teaching technique: WebQuests. Clearing House, 81(3), 109–112.

    Article  Google Scholar 

  • Halat, E. (2008b). The effects of designing WebQuests on the motivation of pre-service elementary school teachers. International Journal of Mathematical Education in Science and Technology, 39(6), 793–802.

    Article  Google Scholar 

  • Harris, R. (2010). Evaluating internet research sources. Retrieved March 11, 2013, from http://www.virtualsalt.com/evalu8it.htm.

    Google Scholar 

  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.

    Article  Google Scholar 

  • Iowa Department of Education (1989). A guide to developing higher-order thinking across the curriculum. Des Moines, IA: Department of Education. (ERIC Document Reproduction Service No. ED 306 550).

  • Johns Hopkins University (JHU) Library Guides. (2012). Evaluating internet resources. Retrieved March 11, 2013, from http://guides.library.jhu.edu/content.php?pid=198142&sid=1665954.

    Google Scholar 

  • Johnson, D., & Zufall, L. (2004, March/April). Web watch -- Not just for kids anymore: WebQuests for professional development. Reading Online, 7(5). Retrieved March 15, 2014, from http://www.readingonline.org/electronic/elec_index.asp?HREF=webwatch/webquests/index.html.

  • Jonassen, D. (1996). Computers as mindtools for schools: Engaging critical thinking. New Jersey: Prentice Hall.

    Google Scholar 

  • Kabakci, I., Fırat, M., Izmirli, S., & Kuzu, E. B. (2010). Opinions of teachers on using internet searching strategies: an elementary school case in turkey. Turkish Online Journal of Qualitative Inquiry, 1(1), 49–61.

    Google Scholar 

  • King, K. P. (2003). The WebQuest as a means of enhancing computer efficacy. (ERIC Document Reproduction Service No. ED474439).

  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.

    Article  Google Scholar 

  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, & technology. Computers and Education, 49(3), 740–762.

    Article  Google Scholar 

  • Kuiper, E., Volman, M., & Terwel, J. (2008). Students’ use of web literacy skills and strategies: searching, reading and evaluating web information. Information Research: An International Electronic Journal, 13(3).

  • Kurbanoglu, S. (2002). Www bilgi kaynaklarının değerlendirilmesi. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi, 19(1), 11–25.

    Google Scholar 

  • Lim, J., Reiser, R. A., & Olina, Z. (2009). The effects of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill. Educational Technology Research and Development, 57(1), 61–77.

    Article  Google Scholar 

  • Lima, M., Koehler, M. J., & Spiro, R. J. (2004). Collaborative interactivity and integrated thinking in Brazilian business schools using cognitive flexibility hypertexts: the panteon project. Journal of Educational Computing Research, 31(4), 371–406.

    Article  Google Scholar 

  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park: Sage.

    Google Scholar 

  • MacGregor, S., & Lou, Y. (2004–2005). Web-based learning: how task scaffolding and web site design support knowledge acquisition. Journal of Research on Technology in Education, 37(2), 161–175.

    Article  Google Scholar 

  • March, T. (1998). Why WebQuests? Retrieved March 11, 2013, from http://tommarch.com/writings/why-webquests/.

    Google Scholar 

  • March, T. (2003–2004). The learning power of WebQuests. Educational Leadership, 61(4), 42–47.

    Google Scholar 

  • Mathew, R., & Lally, J. (2010). The thinking teacher’s toolkit: Critical thinking, thinking skills and global perspective. London: Continuum International Publishing.

    Google Scholar 

  • Menchaca, M., & McVicker, B. (2003). Scaffolding WebQuest creation for experienced teachers. In C. Crawford et al. (Eds.), Proceedings of society for information technology & teacher education international conference 2003 (pp. 1025–1032). Chesapeake, VA: AACE.

    Google Scholar 

  • Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass.

    Google Scholar 

  • Metzger, M. J., Flanagin, A. J., Eyal, K., Lemus, D., & McCann, R. M. (2003). Bringing the concept of credibility for the 21st century: Integrating perspectives on source, message, and media credibility in the contemporary media environment. In P. Kalbfleish (Ed.), Communication yearbook (Erlbaum, Vol. 27, pp. 293–335). NJ: Mahwah.

    Google Scholar 

  • Ministry of National Education, Turkey (MNE). (2012). Fatih Projesi. Retrieved March 11, 2013, from http://fatihprojesi.meb.gov.tr/tr/english.php.

    Google Scholar 

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Article  Google Scholar 

  • Moersch, C. (1995). Levels of technology implementation (LoTi): a framework for measuring classroom technology use. Learning and Leading with Technology, 23(3), 40–41.

    Google Scholar 

  • Noruzi, A. (2005). Google scholar: the new generation of citation indexes. LIBRI, 55(4), 170–180.

    Article  Google Scholar 

  • Olcay, N. E. (2003). Analysis of search strategies of turkish search engine users’: Case of arabul. Unpublished Doctoral Dissertation, Hacettepe University, Ankara, Turkey.

  • Papert, S. (1987). A critique of technocentrism in thinking about the school of the future. Retrieved March 15, 2014, from http://www.papert.org/articles/ACritiqueofTechnocentrism.html.

    Google Scholar 

  • Perkins, R., & McKnight, M. L. (2005). Teachers’ attitudes toward WebQuests as a method of teaching. Computers in the Schools, 22(1–2), 123–133.

    Article  Google Scholar 

  • Polly, D., & Ausband, L. (2009). Developing higher-order thinking skills through WebQuests. Journal of Computing in Teacher Education, 26(1), 29–34.

    Google Scholar 

  • Stake, R. E. (1978). The case study method in social inquiry. Educational Researcher, 7(2), 5–8.

    Article  Google Scholar 

  • Vidoni, K. L., & Maddux, C. D. (2002). WebQuests: can they be used to improve critical thinking skills in students? Computers in the Schools, 19(1–2), 101–117.

    Article  Google Scholar 

  • Wang, F., & Hannafin, M. J. (2008). Integrating WebQuests in preservice teacher education. Educational Media International, 45(1), 59–73.

    Article  Google Scholar 

  • Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks: Sage.

    Google Scholar 

  • Young, D., &Wilson, B. (2002).WebQuests for reflection and conceptual change: Variations on a popular model for guided inquiry. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2002, 1, 2116–2121.

  • Zheng, R., Stucky, B., McAlack, M., Menchana, M., & Stoddart, S. (2005). WebQuest learning as perceived by higher education learners. TechTrends, 49(4), 4149.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Eyuboglu High School, Esenevler Mh. Dr. Rustem Eyuboglu Sk. No:8, Umraniye, 34762, Istanbul, Turkey

    Sinem Iskeceli-Tunc

  2. Faculty of Education, Department of Computer Education and Educational Technology, Bogazici University, Bebek, 34342, Istanbul, Turkey

    Diler Oner

Authors
  1. Sinem Iskeceli-Tunc
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Diler Oner
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Diler Oner.

Appendixes

Appendixes

1.1 Appendix 1

The Pre-Training Interview Protocol

  1. 1.

    Do you use the Web for teaching purposes?

    • How do you use the Web? Could you please give an example?

    • Could you please describe a lesson in which you used the Web?

    • Do you think that you used the Web effectively this way?

  2. 2.

    Do you think there could be other ways to use the Web effectively?

    • What can they be?

  3. 3.

    Are you familiar with WebQuests? What do you know about them?

    • If the answer is yes, what are they?

    • What kind of advantages do these Web-based activities have?

  4. 4.

    What kind of problems do you encounter when using the Web for teaching purposes?

  5. 5.

    What is meant by higher-order thinking skills?

    • Could you please give an example?

  6. 6.

    What do you do in your lessons in order to develop these skills?

  7. 7.

    Can these skills be developed using the Web?

    • How? Could you explain? Could you give me an example?

The Post-Training Interview Protocol

  1. 1.

    How did you find the training? What is your sincere opinion about it?

  2. 2.

    What are the methods of using the Web effectively?

  3. 3.

    What is meant by higher-order thinking skills?

  4. •

    Could you please give an example?

  5. 4.

    What could you do in your lessons in order to develop these skills?

  6. 5.

    Can these skills be developed using the Web?

  7. •

    How? Could you explain? Could you give me an example?

1.2 Appendix 2

The Pre-Training WSSP Assessment

Questions

Targeted skills

1. Assume that a student of yours is searching for “space travel” on the Web. However, every time she conducts a Web search, she comes across “space games” or “space stories.” She has asked for your help. What would you suggest as a search strategy so that she would access information just about space travel? Please indicate what you would type in the search box.

-use of dash (−)

2. How would you search the Web if you wanted to access information about libraries, librarians, or librarianship? Please indicate what you would type in the search box.

-use of asterisks (*)

3. You want to access websites that include both your given name and surname. Please indicate what you would type in the search box.

-use of quotation marks (“”)

4. Please find a video or an animation about one of the topics given below. You may use any strategies with your search.

 a) water cycle

 b) measuring angles

 c) farm animals in English

- use of advanced search options (video or animations)

5. Search the Web and find

 a) a comic about one of these topics: i) probability; ii) homogenous—heterogeneous compounds; iii) reported speech

 b) a picture with large dimensions to use as a background about one of the topics: i) mole; ii) number Pi; iii) house

-use of advanced search options (image)

6. Please find a worksheet about one of the topics given below in Acrobat Reader (PDF) format:

 a) Periodic table

 b) Trigonometric functions

 c) Active vs. passive voice

-use of filetype:

7. Please respond to one of the following questions by searching www.tubitak.gov.tr/.

 a) Who found the Arf number?

 b) Who discovered the atom?

 c) What does OEDC mean?

-use of site:

8. Please search the Web to find an answer to the following question: What language do the natives who live in Madagascar speak?

-use of appropriate keyword

9. Please find an academic article about one of the topics given below

 a) Particulate nature of matter

 b) Students’ reading development

 c) Geometry software

-use of academic databases

The Pre-Training WESP Assessment

Questions

Targeted skills

1. Please answer one of the following.

 a) You are looking for information about pronouns in your English class. Would you use the following website? Please explain your answer by providing a rationale. http://lisenotlari.blogspot.com/search/label/%C4%B0ngilizce

 b) You are looking for information about “vectors” in your Geometry class. Would you use the following website? Please explain your answer by providing a rationale.

http://lisenotlari.blogspot.com/2011/01/vektorler-geometri.html

 c) You are looking for information about “atom models” in your Chemistry class. Would you use the following website? Please explain your answer by providing a rationale. http://lisenotlari.blogspot.com/search/label/Kimya

-Web evaluating based on authority, reliability, and coverage

2. Would you use the information given on the websites (pick one to answer) to use in your classes or advise for student use? Please explain your answer by providing a rationale.

 a) Salts and solubility (http://phet.colorado.edu/tr/simulation/soluble-salts)

 b) Probability (http://phet.colorado.edu/tr/simulation/plinko-probability)

 c) A short story about dinosaurs (http://static.ehe.osu.edu/sites/beyond/penguins/downloads/feature-stories/dinosaurs-in-the-dark-45-text.pdf)

-Web evaluating based on authority, reliability, and coverage

The Post-Training WSSP Assessment

Questions

Targeted skills

1. You are searching for information about historical monuments in Istanbul, yet you are not interested in the Byzantine era. What would you type in the search box?

-use of dash (−)

2. You need to access information about the recent draft laws accepted by the Grand National Assembly Committees. How would you search for … committee accepted the … draft law?

-use of asterisks (*)

3. Who said: “It is not good to be consumers. Let us be producers.”

-use of quotation marks (“”)

4. Pelase find a video or animation about one of the topics given below:

 d) Gas pressure

 e) Symmety

 f) Demonstratives (that, this)

-use of advanced search options (video or animations)

1. Search the Web and find

 a) a comic about studying

 b) a scene picture with large dimensions to be used as your desktop

-use of advanced search options (image)

2. You need a document about children and sports in Acrobat Reader (PDF) format. In order to access more websites satisfying these criteria, what should you type in the search box?

- use of filetype:

3. You need the contact information of one of the music teachers at Bahcesehir High School. When you looked at the school website (http://www.bahcesehir.k12.tr/) you realized that it has no site search boxes. How would you look for the contact information of a music teacher who works there?

-use of site:

4. Living in a certain country brings you luck. Which country is it? Search the Web and find an answer.

-use of appropriate keyword

5. Please find an academic article that is related to both neoliberalism and educational policy.

-use of academic databases

The Post-Training WESP Assessment

Questions

Targeted skills

1. Would you use the information given on the websites (pick one to answer) in your classes or recommend them for student use? Please explain your answer by providing a rationale.

 a) Math: http://concretenonsense.wordpress.com/category/algebraic-geometry/

 b) Chemistry: http://blog.khymos.org/molecular-gastronomy/definitions/

 c) English: http://meaningandthinking.blogspot.com/

-Web evaluating based on authority, reliability, and coverage

2. Would you use the information given on the websites (pick one to answer) in your classes or recommend them for student use? Please explain your answer by providing a rationale.

 a) Math: http://www.uvm.edu/~dhowell/StatPages/StatHomePage.html

 b) Chemistry: http://www2.aku.edu.tr/~evcin/chemistry/mk1/atom.pdf

 c) English: http://www.buowl.boun.edu.tr/teachers/fDefining%20Academic%20Writing.htm

-Web evaluating based on authority, reliability, and coverage

3. Would you use the information given on the websites (pick one to answer) in your classes or recommend them for student use? Please explain your answer by providing a rationale.

 a) Math: http://matematikk.blogcu.com/

 b) Chemistry: http://blog-cenneti.tr.gg/kimya.htm

 c) English: http://esmus.blogcu.com/en-sik-kullanilan-en-cok-kullanilan-ingilizce-kelimeler-1-a/5615929

-Web evaluating based on authority, reliability, and coverage

Rights and permissions

Reprints and permissions

About this article

Cite this article

Iskeceli-Tunc, S., Oner, D. Use of webquest design for inservice teacher professional development. Educ Inf Technol 21, 319–347 (2016). https://doi.org/10.1007/s10639-014-9323-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-014-9323-y

Keywords

Search

Navigation